The Impact of an Artificial Intelligence Application-Based Training Program on Developing Sustainable Thinking among High School Biology Teachers

Abstract

This study investigates the impact of an artificial intelligence (AI)-based training program on fostering sustainable thinking among high school biology teachers. Employing a descriptive methodology focused on AI applications, the training program was designed to cultivate sustainable thinking skills within biology educators. The effectiveness of the program was evaluated using a pre-post experimental design with a single sample. A cohort of 31 biology teachers from high schools was selected through simple random sampling. The analysis revealed a statistically significant difference at the 0.01 level between the mean scores of the biology teachers in the pre-test and post-test assessments of sustainable thinking, with post-test outcomes demonstrating superior performance. Furthermore, the AI-based training program exhibited a notable effect size in promoting sustainable thinking among high school biology instructors. Based on the findings, several recommendations were made, including the revision of the training program for high school biology teachers to align with the rapid advancements in science, particularly in the integration of AI within biology education. Additionally, it was suggested that the training program and associated measurement tools developed in this research be utilized to assist students in cultivating higher-order cognitive skills, such as sustainable thinking. Ultimately, the study advocates for the continuous updating of training programs to incorporate AI and higher-order thinking skills, thereby enhancing teachers' sustainable thinking capabilities and facilitating the transfer of these skills to their students.